Assessment of Teacher’s Content Knowledge and their Understanding of Technology ‎used for Language Learning ‎

Abstract

Research from the past and present has substantiated the idea that pedagogically sound technology is essential for teaching and learning. It does not depend on geography or region, or color or creed or even on language, technology is free to adopt. But the use of educational technologies is only one aspect of a multifaceted process that involves individuals in putting new ideas into practice. I examine previous studies and discuss the implications of these statements for instructional technology in this study. I go over the research agenda for demonstrating that technological breakthroughs succeed in their application in the next sections of the study. The paper concludes with implications of this three-part model and a discussion of the significance of technology pedagogical content knowledge.